January 2018 - The Hub: Connecting Research to Policy and Practice


The Hub: Connecting Research to Policy and Practice

January 2018


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What We're Reading

Coherence by Michael Fullan

Coherence: The Right Drivers in Action for Schools, Districts, and Systems

Effective Interventions by Frank Gresham

Effective Interventions for Social-Emotional Learning

Washington Integrated Student Supports Protocol

Washington Integrated Student Supports Protocol


Mental Health and Basic Needs

Bridging Mental Health & Basic Needs by Building Community Partnerships

Resource Mapping

Resource Mapping in Schools and School Districts: A Resource Guide

Innovation in Action

Renton School District's Innovation Zones

Health care clinic to open at Port Angeles High School


Share your Innovation in Action by completing this form

Upcoming Events

January 30, 2018: Child Trends Webinar

February 27, 2018: Washington Educational Research Association 2018 SEL Symposium

In this issue:

From the Executive Director

Enabling Context for Implementing Integrated Student Supports

Dear colleagues,

I hope your new year has gotten off to a great start! Here at the Center for the Improvement of Student Learning (CISL) we have been thinking a lot about the conditions that enable the school and the community to wrap around students to ensure their success. In the Washington Integrated Student Supports Protocol we refer to this as the enabling context for integrated student supports.

The enabling context includes both the cultural elements like norms, values, and expectations, along with structural elements like funding, professional learning, and communication protocols that enable adults who engage with students in different spaces (home, school, and the community) to come together to support students’ success. We have tried to visualize these relationships here.

In this framework, leadership, both formal and informal, drives the changes in the school and community required to implement an integrated approach. Leadership helps to shape the way we think about culture, and leadership helps put the structures in place to do the work.

As we continue to work toward our goal of closing educational opportunity gaps, we think that these elements need to be in place in order to create a sustainable system that ensures every student has equitable access to the supports they need to be successful.

We know that both collaboration and leading large-scale systemic change is hard, so it is important that we #GoTogether.

Andrea Cobb's Signature

Making the Grade: A Progress Report and Next Steps for Integrated Student Supports

by Child Trends

Child Trends Publication

Washington principals and the Center for the Improvement of Student Learning contributed to this publication by providing information and insights about integrated student supports in Washington.

Teachers and school administrators who interact with children daily know that nonacademic issues can undermine academic success. Research increasingly supports these practitioners’ insight by confirming that nonacademic factors in a young person’s life influence their ability to concentrate, learn, process information, and behave well in class; in turn, these influence academic and life success and overall well‐being. Students who suffer from poor physical or mental health, who are homeless, who experience instability at home, or who come to school hungry do less well in school...

...continue to report

On Tuesday, January 30, at 11 a.m. PT, Child Trends will be hosting a webinar featuring panelists from across the country, including our very own Andrea Cobb. Don't miss it!

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